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exploring student non-use of blended learning 普通类
This paper draws on qualitative data from a study of student use of blended learning as part of a conventionally taught undergraduate Sociology course. Findings from an early evaluation questionnaire highlighted an overwhelming pattern of non-use of the materials and subsequent research with a group of 16 students evidenced limited and inconsistent engagement with the resources. In an analysis of the category ‘non-use’, the students’ rejection of the materials is seen to be closely related to a trust in traditional texts as authentic academic knowledge and an instrumental and strategic approach to study. Blended learning resources are shown to challenge existing learning patterns and practices, reconfigure existing understandings and expectations of academic scholarship and reconstruct academic boundaries in new spaces.
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The effects on computer achievement 普通类
The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used for each group were the conventional method, paper-based concept mapping and computerbased concept mapping. At the end of a 4-week instruction, posttests were administered to assess computer hardware achievement, computer anxiety and computer attitude of the students. The findings indicate that paper-based and computer-based concept mapping strategies produce better results than the conventional method. However, the effects of paper-based and computerbased concept mapping strategies were not significantly different.
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Science Student Teachers and Technology 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Rubrics for designing and evaluating 普通类
The purpose of the study reported on in this paper was to identify performance criteria and ratings in rubrics designed for the evaluation of learning in online asynchronous discussions (OADs) in post-secondary contexts. We analysed rubrics collected from Internet sources. Using purposive sampling, we reached saturation with the selection of 50 rubrics. Using keyword analysis and subsequent grouping of keywords into categories, we identified 153 performance criteria in 19 categories and 831 ratings in 40 categories. We subsequently identified four core categories as follows: cognitive (44.0%), mechanical (19.0%), procedural/managerial (18.29%) and interactive (17.17%). Another 1.52% of ratings and performance criteria were labelled vague and not assigned to any core category.
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Exploring Adult Digital Literacy Using Learners’ 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Conceptual Model Learning Objects 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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An e-portfolio Design Supporting Ownership 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Training and Spatial Visualization 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Reflections on Cyberspace as the New 普通类
Scaffolding Creative Reasoning and Meaningful Learning
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Computer Games versus Maps before Reading Stories 普通类
Scaffolding Creative Reasoning and Meaningful Learning